skills, qualification, competence, competency a brief · pdf fileskills, qualification,...

Skills, qualification, competence, competency...A brief overview

Christina Dörge

See WCC2010-paper:Competencies and Skills: Filling Old Skins

with New Wine

April 2011 2Christina Dörge

What are we dealing with?

...and at the end „informatical competencies“?

qualification

soft skill

generic skill

ability

competence

competency

core skillkey competency


Problems

• Different terms, same concepts• Different concepts, same terms• No concept or definiton at all• Different level of detail

– Socialcompetence vs. „Student is able to deal with anger“• Some competencies are vague:

– What is the difference between „cultural competencies“ and „competencies in a partnership“?


By the way....

• Competencies and Qualifications are not the only terms, which are causing troubles. See also:– ...informatics, computer science (CS), computer

engineering, information and communication technology (ICT), information technology (IT)

– ...education, knowledge, skills, „Bildung“ (a German term for education, which includes also literacy, competency, skills...)


Problems with translations

• Several critical terms are construed differently:– German discussion focused on „competencies“ and

„qualifications“– English discussion focused on „skills“ and „competencies“

• In English: „Qualification“ refers to „formal degree“• In German: „Qualification“ also means „ability“• The German term „ability“ is also translated with

„competency“


English terms are prone to cause confusions as well....

• Terms we are dealing with are...– Skills (especially „generic skills“ and „core skills“)– Competence versus competency– Skills versus competencies


Competence versus competency• Competence:

– Potential– competence as a generalised characteristic– Use of the term competency for a discrete knowledge element or

skill invites the plural form competencies to mean a collection of competencies.

• Competency:– Actual ability– demonstrated skill in performing an actual task in the area where

one has this potential.• The use of competency as both an ‘envelope’ and an

‘elemental’ term can lead to confusion. The term competence is, admittedly, less common but it is still intuitively easy to understand. (D. Royce Sadler at the KoKoH in Berlin, 2011)


Types of skills: Core Skills

• „The conceptualisation of core skills is problematic for several reasons. The term has several synonyms, including personal transferable, key, generic, common, and work or employment related skills. To add to this semantic confusion, these skills are often referred to as competencies, capabilities, attributes, elements or learning outcomes, sometimes incorporating levels and sometimes not. Similarly, the various lists of skills elicited from employers, and contained in government reports, are diverse in both extent and purpose, reflecting differences in definitions and interpretations of their significance.” (Bennet, Dunne and Carré, p. 74)


Types of Skills: Generic Skills

• Bennet, Dunne and Carré, p. 77: Generic skills contains four management skills „of self, others, information and task. These skills are generic in that they can potentially applied to any discipline, to any course in higher education, to the workplace or indeed to any other context.“


Let us start at the beginning...

• What is meant by the German term „Bildung“?– Before ca. 1950: Content-oriented education– Starting approx. 1950-1970: output-oriented and person-centered

approach (“Subjektorientierte Lehre”)• Breakdown of “Bildung” into formal and material aspects:

– Formal aspects:• E.g. logical thinking, creativity, context situated thinking and acting• What somebody is doing out of his / her education

– Material aspects:• E.g. the content, objective content of a culture

• In 1959, KLAFKI developed a concept to combine formal and material education, what is called “Kategoriale Bildung” (see [Ort99], p. 8f).


...in the beginning...:The Historical background

• Latin: „competere“ = conjunction, to grant or to be entitled to something...

• „conjunction“ like „constellation of stars“• 13th century: term for income• 16th century used in roman law as „Beneficium

competenciae“ (How to deal with debtors)• 19th century: used in the German military language• 1959: WHITE used the term for the motivation

psychology



• 1960: Noam CHOMSKY used the term competence in his language concept:– Competence (language skills) versus performance

(individual use of language)– Connection to De Saussure: langue versus parole



• 1973/1974: Dieter Mertens, vocational education, life time 1931-1989– “invented” the term “key qualification” as reaction of the

situation on the job market• 1977: Heinrich Roth, pedagogy and psychology, life

time 1906-1983– Exploratory focus: empirical research in the field of

teaching-learning-processes and their anthropological background (see [JH09])

– Used „competencies“ in his concept



• 1999: Over 600 terms in Germany found what is understood by „competency“ and

• Approx. in 2000: over 100 terms in the UK• Scientists like these where questioning the skill

agenda in the English speaking area:– Len Holmes– Bennet, Dunne and Carré– Bridges...



• Several lists do exist what (key) competencies are:• National Committee of Inquiry into Higher Education

(NCIHE) - also named „Dearing Report“ -is giving four key skills:– Communication skills– Numeracy– The use of information technology– Learning how to learn



• OECD / UNESCO (p. 8):– “Key competencies involve a mobilisation of cognitive and

practical skills, creative abilities and other psychosocial resources such as attitudes, motivation and values.”

• 1) Using Tools Interactively• 2) Interacting in Heterogeneous groups

– 2a) The ability to relate well to others– 2b) The ability to cooperate– 2c) The ability to manage and resolve conflicts

• 3) Acting Autonomously


Short break....

• The list could be longer, but instead we are heading a step back now....

• ...forward the concepts


Concepts

• Mertens, 1974: More than content is needed to be a good employee for the future job market (see [Mer74])

• Key qualifications (meant somewhat equally like „key competencies“):– Basic qualifications (e.g. structured and logical thinking)– Horizontal qualifications (e.g. transfer of knowledge about one

foreign language to another)– Ubiquitous Elements (cross-educational requirements such as

basic arithmetic)– Vintage Factors (e.g. expiration of applicability of knowledge

acquired at educational institutions)


Concepts

• Roth, 1977: Maturity, in his view, can be interpreted as three-folded-competency (see [Rot77], p. 170):– a) self competence,– b) professional competence (Sachkompetenz),– c) social competence

• “Sachkompetenz” =– German word meaning to know (some) things about

Biology, History and so on. In some contexts it can be translated into „professional competencies“


Concepts

• The „Action-Enabling Competency“ as Conceptual Framework:– Professional competency / “Sachkompetenz”– Social competency– Methodical competency– Personal competency

• „Professional competency“ often used in the concepts of vocational educators– The concept also exists without the “professional

competency”


One possible result for a general eduaction

Methodicalcompetencies

Socialcompetencies

Personalcompetencies

Action Enabling Competency


Another possible result(e.g. for vocational education)

Methodicalcompetencies

Socialcompetencies

Personalcompetencies

Action Enabling Competency

Professionalcompetencies


Computer Science

• What are competencies in CS?• On what level of detail we want to talk about them?• Who are the persons we are looking at?

– Everybody?– Teachers? Lecturers? Educators?– Students?– IT Professionals?


Competencies and skills in CS• International Federation for Information Processing (IFIP):

– Representation of Information– Formalism in Information Processing– Information Modeling– Algorithmics– System Design– Software Development– Potentials and Limitations of Computing and Related

Technologies– Computer Systems and Architectures– Computer-Based Communication– Social and Ethical Implications– Personal and Interpersonal Skills– Broader Perspectives and Context (included links with other

disciplines)


Competencies and skills in CS

• Computer Science and Telecommunication Board (CSTB) of the National Research Council, USA: Fluent with information technology (FITness)

• Others will be presented today...• Educational Standards of Informatics from the

„Gesellschaft für Informatik (GI)“ in Germany

“Gesellschaft für Informatik“ is a group of CS professionals in Germany.


One suggestion

• What ever competencies we are talking about: It's not (only) the content we are dealing with, it's (also) the level of detail we are speaking about:– Are we able to use a programm?– Are we able to create a programm ourself?– Are we able to create a programm for a given task?– Are we able to create a good and sufficient programm for a

given task?– ...and does it matter, if the person at hand is only good in

creating programms for a specialized task?


Competencies in CS: Educational Standards (GI)


Creating educational standards in Germany

• Content and Processes:– The content (e.g. algorithms, datastructures, security)– The competency (operators like e.g. evaluate, understand,

apply, advise)– The level of mastery (e.g. is able to speak about, is able to

create, is able to transfer)• ...And tasks:

– „Students understand the connection between data and information.“


Measurably and Assessment

Is a competency measurable?Is only the performance measurable?Should we measure the dispostions instead of the

competencies?Where does a competency starts and where does it

ends?


...and when does the CS competency starts?

• Speaking of „problemsolving“:– Is the competency of problemsolving in every area the

same?– When I'm a good problemsolver in one area, will I have

better skills to transfer it to a new area?– And when taken a look at CS: Should we end with

something like:• „Problemsolving-competency-in-software-development-with-

programms-written-in-JAVA“


Literature

• Bennett, Neville, Dunne, Elisabeth, Carré, Clive: Patterns of core and generic skill provision in higher education. Higher Education 37, 71–93, 1999. http://www.springerlink.com/ content/u6p58h83m8867827/ (05.10.09)

• Bridges, D.: Back to the Future: the higher education curriculum in the 21st century. Cambridge Journal of Education 30(1), 37–55 (2000)

• Chomsky, Noam: Aspekte der Syntax-Theorie – Theorie 2. Suhrkamp Verlag, Berlin, 1970.

• Diethelm, I. & Dörge, C.: From Context to Competencies. In: Nick Reynolds und Marta Turcsányi-Szabó (Hrsg.) KCKS 2010, IFIP AICT 324, Springer Verlag, Berlin / Heidelberg, pp. 67-77, 2010


Literature

• Dörge, C.: Competencies and Skills: Filling old Skins with New Wine. In: Nick Reynolds und Marta Turcsányi-Szabó (Hrsg.): KCKS 2010, IFIP AICT 324, Springer Verlag, Berlin / Heidelberg, pp. 78-89, 2010

• Dörge, C. & Schulte, C.: What are Information Technology's Key Qualifications? ITiCSE 2008, Madrid, Spanien, eLib des ACM, S. 296-300, 2008

• Dörge, C.: IT Key Qualifications for Students in Education. In: R. Carlsen et al. (Hrsg.), Proceedings of the Society for Information Technology & Teacher Education International Conference 2007 (SITE 2007 in San Antonio, Texas), S. 2993-3000, Chesapeake, VA: AACE, USA, 2007


Literature

• Erpenbeck, John; Heyse, Volker und Max, Horst. KODE. Berlin / Regensburg / Lakeland (Florida), 1999. Zitiert in [Erp09].

• Erpenbeck, John: Kompetenzen erkennen, bilanzieren und entwickeln. In: Andrea Egger-Subotitsch und René Sturm (Hrsg.), Kompetenzen im Brennpunkt von Arbeitsmarkt und Bildung. Arbeitsmarktservice Österreich, AMS Report 66, 2009.

• Gesellschaft für Informatik: Grundsätze und Standards für die Informatik in der Schule – Bildungsstandards Informatik für die Sekundarstufe I, Empfehlungen der Gesellschaft für Informatik e.V. erarbeitet vom Arbeitskreis „Bildungsstandards“, LogIn, 28 Jg., heft Nr. 150/151, 2008.


Literature

• Hartig, Johannes und Klieme, Eckhard: Kompetenz und Kompetenzdiagnostik. In: K. Schweizer (Hrsg.), Leistung und Leistungsdiagnostik, S. 127–143. Springer Verlag, Berlin, 2006.

• Hartig, Johannes und Klieme, Eckhard: Möglichkeiten und Voraussetzungen technologiebasierter Kompetenzdiagnostik – Eine Expertise im Auftrag des Bundesministeriums für Bildung und Forschung. In: Bildungsforschung Band 20. BMBF, Bonn / Berlin, 2007.

• Holmes, L.: The capability curriculum, conventions of assessment and the construction of graduate employability. Online-Document. Presented at Conference on ‘Understanding the Social World’, July 17-19. University of Huddersfield (1995), http://www.graduate-employability.org.uk/publications/cc_ca_gi.htm (verified: December 11, 2009)


Literature

• Holmes, L.: Questioning the Skills Agenda. In: Fallows, S., Steven, C. (eds.) Integrating Key Skills in Higher Education – Employability, Transferable Skills and Learning for Life, S. 201–214. Kogan Page Limited, London, 2000.

• Kollee, Christian; Magenheim, Johannes; Nelles, Wolfgang; Rhode, Thomas; Schaper, Niclas; Schubert, Sigrid und Stechert, Peer: Computer Science Education and Key Competencies, WCCE2009, Brasilien, 2009.

• Magenheim, J.; Nelles, W.; Rhode, T.; Schaper, N.: Competencies for Informatics Systems and Modeling – Results of Qualitative Content Analysis of Expert Interviews, IEEE EDUCON Education Engineering 2010 – The Future of Global Learning Engineering Education, Session T1A, S. 1-9, 2010.


Literature

• Mertens, Dieter: Schlüsselqualifikationen – Thesen zur Schulung für eine moderne Gesellschaft. Mitteilungen aus der Arbeitsmarkt- und Berufsforschung, 7, S. 36–43, 1974. http://doku.iab.de/mittab/1974/1974 1 MittAB Mertens.pdf, 02.01.2007

• Computer Science and Telecommunications Board (CSTB), National Research Council: Being Fluent with Information Technology. National Academy Press, Washington, DC (2000)

• Klafki 1959 -->See Helen Orth


Literature• NCIHE (National Committee of Inquiry into Higher Education):

Higher Education in the Learning Society, The Stationery Office, London, Paragraphs 9.14-9.25 (1997)

• OCED-Report: The Definition and Selection of Key Competencies - Executive Summary/ Definition und Auswahl von Schlüsselkompetenzen - Zusammenfassung/ La Definition et la Selection des Competences Cles - Resume/ La definicion y seleccion de competencias clave – Resumen (2005), http://www.deseco.admin.ch/bfs/deseco/en/index/03.html (23.10.2009)

• Orth, H.: Schlüsselqualifikationen an deutschen Hochschulen – Konzepte, Standpunkte und Perspektiven. Dissertation, Luchterhand Verlag, Neuwied (1999)


Literature

• Roth, Heinrich: Vom Kind zum Erwachsenen – Aus der ’Pädagogischen Anthropologie’. Herman Schroedel Verlag KG, Hannover, 1977.

• Sadler, D. Royce: Making Competent Judgements Of Competence. Vortrag für die Konferenz „Modeling and Measurement of Competencies in Higher Education, International Start-up Conference, Humboldt Universität, Berlin, 24. – 25. Februar 2011. (Handout)

• de Saussure, Ferdinand: Cours de linguistique générale. Paris, 1916. Zitiert in [Buß90]


Literature

• Franz E. Weinert: Vergleichende Leistungsmessung in Schulen – eine umstrittene Selbstverständlichkeit. In: Franz E. Weinert (Hrsg.), Leistungsmessungen in Schulen, Band 2., unveränderte Auflage (1. Auflage = 2001), S. 17–31. Beltz Verlag, Weinheim - Basel, 2002.

• Robert W. White. Ego and reality in psychoanalytic theory. In: Psychological Issues 3, No. 3, Monogr. 11. International Universities Press, New York, 1963. Zitiert in [RG76].

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